The choreography of conceptual development in computer supported instructional environments

Charoenying, Timothy; Gaysinsky, Alex; Ryokai, Kimiko

doi:10.1145/2307096.2307115

Cited by 7 publications

(8 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some examples can be found in [2,4,8,9,14,28,29,36,38,39]. These environments propose different patterns of social interaction.…”

Section: Full-body Interaction and Social Interactionmentioning

confidence: 99%

“…These environments propose different patterns of social interaction. For instance, the "Climate change" project [39] and "Bar Graph Bouncer" [9] are based on the competition between two users. On the other hand, projects such as "Feed yer Alien", support collaboration and distribute different roles among the users [36].…”

Section: Full-body Interaction and Social Interactionmentioning

confidence: 99%

See 1 more Smart Citation

The medium matters

Malinverni

Burgués

2015

Proceedings of the 14th International Conference on Interaction Design and Children

View full text Add to dashboard Cite

Despite the increasing interest in embodied interaction for learning, research has not yet provided strong proof of its advantages with respect to other types of interaction, or with respect to other types of pedagogical approaches. In this paper we present two studies aimed at comparing how a collaborative interactive experience based on two different interaction paradigms -one based on Full-Body Interaction and the other on Desktop computer interaction-may impact the socio-affective aspects of collaboration as part of a learning process in children.Our results show that Full-Body Interaction had a highly significant impact on how the participating children perceived collaboration in small groups and on how they felt about the other children in the group. This indicates that Full-Body Interaction may be beneficial for supporting the construction of a positive social space for collaborative learning, given its potential to enable the use of embodied resources, which are fundamental for social communication and social cognition.

show abstract

“…Some examples can be found in [2,4,8,9,14,28,29,36,38,39]. These environments propose different patterns of social interaction.…”

Section: Full-body Interaction and Social Interactionmentioning

confidence: 99%

Section: Full-body Interaction and Social Interactionmentioning

confidence: 99%

The medium matters

Malinverni

Burgués

2015

Proceedings of the 14th International Conference on Interaction Design and Children

View full text Add to dashboard Cite

show abstract

“…Copyright is held by the owner/author(s). A specific research question guiding my work is how learners' physical actions performed in synchrony with dynamic perceptual feedback shapes their conceptual development and acquisition of mathematical concepts/schemes [7].…”

Section: Physical Interaction Quantification Aka the "Pe Iq Project"mentioning

confidence: 99%

Graph hopping

Charoenying

2013

Proceedings of the 12th International Conference on Interaction Design and Children

Self Cite

View full text Add to dashboard Cite

The proposed demo is influenced by principles of embodied interaction design for supporting mathematics learning. In brief, student participants are literally tasked with jumping up and down in playful competition with one another, while a graphic representation dynamically grows and enumerates their physical activity. The intent is to create a "bodily-syntonic" experience that helps students draw a direct correlation between the frequency of their jumps and the magnitudes represented on the bar graph. In this manner a routine lesson is transformed into an opportunity for promoting both mathematics learning and physical exercise. The proposed installation will allow conference attendees to interact with various iterations of the original design and to explore how design choices affect user's experience and learning.

show abstract

“…Various design strategies for creating interactive play systems fit quite well with current psychological models about learning [141]. Some installations explicitly build on these models to create interactive playgrounds that explain mathematical notions such as bar-charts [52] or algorithms [86,286]. The installations can also be applied for explaining other educational topics such as geometry, physics, geography, music concepts, and language, or for understanding more moral topics such as environmental issues, cultural diversity, and social justice [79,141].…”

Section: Improve (Children's) Cognitive Developmentmentioning

confidence: 99%

(Steering) Interactive Play Behavior

Delden¹

View full text Add to dashboard Cite

The choreography of conceptual development in computer supported instructional environments

Cited by 7 publications

References 18 publications

The medium matters

The medium matters

Graph hopping

(Steering) Interactive Play Behavior

Contact Info

Product

Resources

About